Arts Education Policy Review discusses major policy issues concerning K-12 education in the various arts in the United States and the rest of the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes analytical exploration. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education. The candid discussions from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences–all those involved in the arts and concerned about their role in education. Subscription ranges from $61-64 (individual) and $146-176 (institution), and discounts are available.

Although California’s Education Code calls for all students to be offered a course of study in the four arts disciplines (dance, music, theater, and visual arts), findings from An Unfinished Canvas (initial study released in 2007) reveal a large gap between policy and practice. California’s State Board of Education adopted content standards for the visual and performing arts in 2001, but the Education Code neither requires schools to follow state arts content standards nor mandates any student assessment in the arts. Recent experience has shown that large-scale assessment used for the purpose of accountability can be effective as a force for implementing standards-based K-12 curriculum and instruction in mathematics, science, social studies, and English/language arts. It is not at all clear, however, whether large-scale assessment could or should be used to support the implementation of K-12 standards-based arts education. This paper provides a review of the status of large-scale arts assessments and current practice in statewide arts assessment for the purpose of K-12 education accountability.

Given the concerns raised in An Unfinished Canvas with respect to the skills and knowledge of teachers to provide arts instruction, at the request of The William and Flora Hewlett Foundation, SRI International launched this follow-up study. The purpose of this new study, whose results are presented here, was to investigate the system for training and preparing elementary classroom teachers and secondary arts teachers to provide standards-aligned arts instruction, their familiarity with and use of the state’s VPA standards, their ongoing professional development, the supports and resources available to them, and the barriers to their delivery of standards-aligned arts instruction.

An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education found that California’s elementary schools face unique challenges in providing all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California).